An umbrella term indicating the ability to recognize, identify, and manipulate spoken sounds and words.

The smallest unit of meaning.

Accuracy, rate, and prosody

The smallest unit of meaning.

literal, inferential, and evaluative

The most complex level of phonological awareness including identification, segmentation, and manipulation of sounds. It is also one predictor of reading success.

Consonant pairs or clusters where you still hear and say each sound.

90-94% accuracy in a text

Affixes added to the end of words to indicate number or tense.

chronological, descriptive, cause and effect, compare/contrast, problem/solution, question/answer

Awareness that phonemes (sounds) are represented by letters and letter pairs.

Synthetic vs Analytic
(Synthetic part-to-whole; analytic whole-to-part)

repeated readings, echo reading, choral reading, reader's theatre, partner reading

An assessment that allows for in-depth observation of children's decoding, accuracy, and fluency as readers.

the process of talking about your thinking and process of a text while applying multiple strategies as a reader to facilitate children's meaning-making

The notion that literacy begins before a can speak and that literacy is a continual process of development.

Semantics (meaning), syntax (Structure), and phonics (visual)

A reading methods that does NOT support fluency development or accuracy and should not be used in classroom instruction.

I do (explain and model), we do (practice with feedback), you do (independent/group application)

A process of reading a text multiple times to support children to build more complex understanding over time.

adding, deleting, and substituting sounds in words

A type of instruction often used in phonics that engages more than one sense at a time. Using sight, hearing, movement, and touch gives kids more than one way to connect with what they are learning. This is helpful for children to internalize and engage with their learning experiences.

The way that fluency is calculated and tracked when listening to children's reading aloud.

Beyond the components of literacy instruction (fluency, comprehension, phonics, phonological awareness, vocabulary) this/these components distinctly matter in building successful literacy instruction.

The ability to become aware of one's own reading process and thoughts as they read.